Abstract [en]

Against the background in which mathematics performances in Swedish schools is dropping, it is important that teachers use methods based on evidence-based research. This systematic literature review aims to provide a deeper understanding on outdoor mathematics by examining teachers' and students' attitudes towards this method, as well as on how outdoor mathematics has scientific support and is recommended as a teaching method.

The results of this study demonstrate that both students and teachers generally welcome outdoor mathematics as a method that contributes to authentic learning. Many teachers' view was that outdoor mathematics favours the younger students and that geometry and statistics were the parts of mathematics that suited best to bring outside. Outdoor mathematics contradicts course objectives in all countries where research on the topic is conducted and the method has limited scientific support.